3.4 small business development

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MODULE HANDBOOK

BUSI 1151/1494 – Small Business Development

Level 6: 30 Credits

2023-24

Welcome message from your Module Leader ...................................................................................................2
Key contacts (academic queries) ........................................................................................................................2
Enquiry-Based Learning and Research-Led Teaching .......................................................................................4
Module details and learning outcomes ...............................................................................................................5
Employability ....................................................................................................................................................6
Key Dates ...........................................................................................................................................................7
Schedule of teaching and learning activities .....................................................................................................7
Assessment ........................................................................................................................................................8
Resit assessments .............................................................................................................................................15 10 Resource recommendations .............................................................................................................................15
Ethical Compliance for Research on Taught Courses .....................................................................................16
Additional module information .......................................................................................................................18
Digital Student Centre (non-academic queries) ..............................................................................................18
Changes to the module ....................................................................................................................................19

1. Welcome message from your Module Leader

Dear Students,

Welcome to the module ‘Small Business Development’. Small businesses form an important sector of economy, underpinning the ‘enterprise culture’ and responsible for much job creation. This unit examines the genesis and evolution of a wide variety of small businesses, and their distinctive features when compared with large firms. Having completed the module, you will be in a position to consider some of the key topics affecting small businesses or will be better equipped to work as an employee in a small business.

A mixture of case studies, discussions and activities will be used as a part of the course. The aim is to provide some practical application of the theories and concepts considered. Please read this module handbook thoroughly so that you are fully aware of the course requirements and are in a position to ask questions if there is anything you do not understand. Please also feel free to contact us should you have any questions.

Best of luck with your studies.

Module Leader:

Dr. Parisa Baig

This handbook provides essential information about this module including the aims and learning outcomes, the schedule of teaching and learning activities, assessment tasks, reading recommendations and, if applicable, any additional resources that you will need. Please read it at the start of term so you are aware of key details and important dates.

The list below provides contact details of the module team.

Module Leader: Dr. Parisa Baig

Location: QA205 Email: [email protected] Office hours: Appointments available by request

Module Instructor: Xinrui Liu

Location: QA306 Email: [email protected] Office hours: Appointments available on Request

Module Instructor: John Whiteley

Location: QA205

Email: [email protected]

Office hours: TBC

Module Instructor: Fiona Sun

Location: QA205

Email: [email protected]

Office hours: Appointments available by request

Module Instructor: Abdullah Ijaz

Location: QA355

Email: [email protected]

Office hours: Appointments available by request

Module Instructor: Shuai Zhang

Location: Email: [email protected] Office hours: Appointments available by request

Module Instructor: Belinda Jane Dolan

Location: GBS Email: [email protected] Office hours: Appointments available by request

Module Instructor:

Location: GBS Email: [email protected] Office hours: Appointments available by request

Programme Administration Team

Student Helpdesk The Student Experience Officers are situated at the Student Helpdesk and are here to help you throughout your journey at the University. The Helpdesk provides support with general enquiries and signposting you to the relevant team.

The student helpdesk can be found in the Queen Mary building on the second floor QM240. The contact for general queries is provided below.

Student	Helpdesk	(General queries)	[email protected]
Contact	number			020	8331	9712	/ 8341

The Welcome Page (linked below) contains information to get you started on your University Journey.

https://www.gre.ac.uk/welcome/inductions/business

We encourage you to enrol on our Student Moodle Page (linked below) where you can access information including:

Useful Contacts
Timetable links
Wellbeing guidance
Instructions on navigating the Portal
Introduction to our Programme Administration Team

https://moodlecurrent.gre.ac.uk/

Important: To access the Moodle Page, you will need to self-enrol yourself via the above link.

Programme Administrators

The Programme Administrators can support you with programme specific queries (such as missing/ incorrect grades on your profile, accessing submission links, resit enquiries).

The contact for Programme Administrative queries is provided below.

Programme Administrators (Administrative queries)

[email protected]

3. Enquiry-Based Learning and Research-Led Teaching

Enquiry-Based Learning (EBL)

Defined as ‘an approach based on self-directed enquiry or investigation in which the student is actively engaged in the process of enquiry facilitated by a teacher. EBL uses real life scenarios (for example, from case studies, company visits, and project work) and students investigate topics of relevance that foster the skills of experimental design, data collection, critical analysis and problem-solving’.

Students are engaged in enquiry-based learning as a part of the group work which is a formative activity on this course. Amongst other enquiry-based tasks students participate in real-life industry and competitor analysis and also investigate the advantages and disadvantages of different locations for a business.

Research-Led Teaching (RLT)

An element of Enquiry Based Learning links to RLT, which involves faculty introducing students to their own research where it is relevant to the curriculum being taught as well as drawing on their own knowledge of research developments in the field, introducing them to the work of other researchers. RLT sees students as active participants in the research process, not just as an audience. This is achieved by discussing such developments in lectures and classes and setting reading lists including recent research publications at the frontier of the field. The definition of a diverse assessment regime at the programme level (incorporating an expectation of familiarity with, and use of, such publications in assignments) and the inclusion of projects at every level of the programme is also fundamental to achieving these objectives.

Research-led teaching is incorporated in the course through reference to research done by the module leader on the effects of clustering and the opportunities it provides to small businesses. In addition, research done by several members of the course team on sustainability issues is incorporated in the course design through, for example, the choice of case studies.

Host Faculty: Faculty of Business Host School: Business, Operations and Strategy Number of Credits: 30 Term(s) of delivery: 1 and 2

Site(s) of delivery: Maritime Pre-requisite modules: None Co-requisite modules: None

Aims:

The course is designed to give students an understanding of current practical and academic approaches to small business, enterprise and entrepreneurship. Students will be able to use and apply this knowledge through a series of learning and discussion activities to develop their understanding.

Learning Outcomes:

On successful completion of this course students will be able to:

1	Understand the context	of small	business development.
2	Apply the mechanisms	of business	planning.

3	Appreciate the challenges faced by small businesses and be able to access available support structures.
4	Understand the routes to growth available to small businesses.
5	Engage in debates on contemporary issues affecting small businesses.
6	Use and apply knowledge of small businesses to future career development.

Glossary:

A pre-requisite module is one that must have been completed successfully before taking this module.
A co-requisite module is one that must be taken alongside this module.
A learning outcome is a subject-specific statement that defines the learning to be achieved through completing this module.

Employability is an important part of the Small Business Development course and, after completing the course, you will possess the skills necessary to work as an employee in a small business and also be in a position to consider starting your own business. In addition, the course aims to enable you to develop a number of transferable skills which will be of use in a variety of career settings. The following skills will, in particular, be developed as a part of the course:

Cognitive skills - in your work on researching an established company you will be evaluating examples of real-life opportunities and assessing real-life markets
Generic competences - The course contains group work in which you will have the opportunity to develop planning, interpersonal and leadership skills. You will also reflect on this process in the Reflective Report.
Personal competences - The course allows you to develop your communication skills (both verbal and written) as a part of the presentations and also in your written assessments.
Practical and professional elements - the Reflective Report requires you to specifically reflect on the skills you have developed which will boost your employability.

You can find out more about the Greenwich Employability Passport at: Greenwich Employability Passport for Students

Information about the Career Centre is available at: Employability and Careers | University of Greenwich

You can also use LinkedIn Learning to gain access to thousands of expert-led courses to support your ongoing personal development. More information can be found at: LinkedIn learning | IT and library services

2023/24 Term Dates

Please note that dates may differ depending on when you start your programme of study, and where you are studying. Please refer to Term Dates for full details, and details of University closure dates.

Welcome Weeks	11th September 2023	22nd September 2023
Term 1	25th September 2023	15th December 2023
Examination Period	8th January 2024	12th January 2024
Term 2	15th January 2024	5th April 2024
Examination Period	29th April 2024	17th May 2024
Resit Examination Period	15th July 2024	26th July 2024

Term 1
Week No.	Week beginning	Activity
1	25/09/23	Lecture: Introduction to Small Businesses & Module Overview Tutorial: Module Overview / Differences between large and small businesses
2	02/10/23	Lecture: Entrepreneurship and Identifying Opportunities Tutorial: Case Study – Birchbox
3	09/10/23	Lecture: Overview of Business Plans Tutorial: Group Formation and Group Task 1
4	16/10/23	Lecture: Guest Lecture (Entrepreneurial Characteristics) Tutorial: Entrepreneurs Characteristics Activity
5	23/10/23	Lecture: Business Models Tutorial: Business Model Canvas – (Uber)
6	30/10/23	Lecture: Guest Lecture (Marketing for Small Business) Tutorial: Marketing Activity
7	06/11/23	Lecture: Guest Lecture (Finance for a Small Business) Tutorial: Resolving a financial dilemma
8	13/11/23	Lecture: Assessment Briefing and Presentation Skills Tutorial: Formative Assessment Support Workshop
9	20/11/23	Lecture: Resourcing for Small Business Tutorial: Case Study – Christina Confections

27/11/23

04/12/23

11/12/23

15/01/24

22/01/24

29/01/24

05/02/24

12/02/24

19/02/24

26/02/24

04/03/24

11/03/24

18/03/24

25/03/24

01/04/24

Lecture: Guest Lecture (Start-up Entrepreneur) Tutorial: Presentations week 1

Lecture: Legal & IP Issues (forms of ownership) Tutorial: Presentations week 2

Lecture: Exit Strategies and Selling a Small Business Tutorial: Exit Strategies Activity

Term 2

Lecture: Challenges of Growth Tutorial: Case Study – WeWork

Lecture: Strategies for Growth Tutorial: Case Study – Justin’s Nut Butter

Lecture: Guest Lecture (Crisis Management) Tutorial: Crisis Management Activity

Lecture: Guest Lecture (Small Business & Innovation) Tutorial: Case Questions

Lecture: E-commerce & Small Business Tutorial: Case Study – Jimmy Beans Wool

Lecture: Location Tutorial: Location Activity

Lecture: Assessment 2 Briefing Tutorial: Assessment Support and Q&A

Lecture: Franchising Tutorial: Franchising Activity

Lecture: Guest Lecture (Social Entrepreneurship) Tutorial: Social Entrepreneurship Activity

Lecture: Buying an Existing Business Tutorial: Business Purchase Exercise

Lecture: How to Pitch your Business Tutorial: Why some Businesses are Successful/Unsuccessful?

Module Review/Completion

In addition to the teaching and learning activities within the module, additional study support can be seen at: Academic Skills

First assessments		sit	Deadline or exam period	Weighting out of	Maximum length	Marking type	Learning outcomes
				100%*			mapped to this assessment.
Formative		**	Teaching Week 10&11	0%	15 minutes	Tutor Feedback (Written)	1,3,4,5
Students expected		are to produce
presentation	a

Summative Reflective Report	**	26th Jan 2024 11.30pm	50 %	3000 words	Stepped (Numerical)	2,	3, 6
Individual Report		15th Mar 2024 11.30pm	50 %	3000 words	Stepped (Numerical)	1,	4, 5

*The weighting refers to the proportion of the overall module result that each assessment task accounts for.

Marked coursework with feedback will normally be provided within 15 working days of the submission deadline. In exceptional circumstances, where there is a delay in providing feedback, you will be informed by the module leader.

The course assessment (summative) has two elements: the submission of a Reflective Report and an Individual Report.

Your assessment brief:

Formative Assessment – 15 minute group presentation

In the tutorial session in week 3, you will need to form groups of either 4 or 5 members. As a group, please select one of the following companies and prepare an original case study that highlights the key events and considerations that have contributed to the company’ growth to its current size. You may choose ONLY from the following list of companies:

Rivian
Huel
Baidu
Xiaomi
Erke
Gong Cha
HelloFresh
Skims
Green & Blacks
AstraZeneca

Some of the topics which can be discussed in your presentation (but not limited to) include:

• How the business started (the idea, brief history of the founders, the customer pain which needed solving, etc.)

Key opportunities and challenges faced during growth,
How any challenges were resolved,
Key moments in the business’ history
Future outlook
Key lessons which could be learned from the company’s growth

You are strongly advised to make use of theoretical frameworks like PESTLE, SWOT etc to explain the opportunities and challenges faced by your chosen company. The feedback received should be used to inform your summative assessment (reflective report).

Please note that PowerPoint slides are expected to accompany the presentation and should be included as an appendix to the Reflective Report.

Please note that the group work and presentation is not marked. It is your individual work which reflects on the group work that is marked. As such groups MUST be formed within your tutorial groups. In the event that groups are formed with members from different tutorials, then a penalty may be applied to the first summative assessment of 10 marks.

Assessment: Reflective Report (3000 words)

As a part of the module, you have been involved in a group presentation which is the basis of the formative assessment for this module. Your task for this assessment is to reflect on this experience and, in addition, to provide suggestions as to how your selected business can continue its growth trajectory.

This process of reflection and development is divided into five different questions, each of which you can find described below with guidance on the word count for each question. The total word limit for this assessment is 3000 words (the list of references that you will include at the end of the last question is not included in the word count).

Question 1 – Case Overview (300 words)

Please write an overview of the selected company outlining how the company started, what were the key events in the company’s history and where is it today.

This should outline the key facts and events of the business which are likely to have impacted the chosen company the most. Please make sure to reference all facts and figures appropriately.

Question 2 - Analysis of the Business (1200 words)

You should outline, in your own words, what are the key opportunities which the selected business can exploit to continue with their growth trajectory. You should also identify some of the key threats which could impact the business’ growth going forward. Finally, you should outline your assessment of the company’s future.

This is where you will need to demonstrate analytical skills. Feel free to use any appropriate model or framework which you have studied for example SWOT, PESTLE, Porter’s 5 forces, VRIO and so on. It is important that you support any analysis with evidence such as market data, news, trends and so on. This will not only give your analysis more credibility but also help to inform your assessment on the company’s future.

Question 3 - Team Work (500 words)

Please reflect on the roles, specializations and contributions of team members in the preparation of your presentation. Please discuss the team forming process, the efficiency of teamwork and how the experience of working in teams has contributed to your future career development – if at all.

It is worth looking at team working in context of your future career aspirations – are you looking to work for a company, start your own business or a combination of both? This will allow you to make your reflections much more beneficial on a personal level. Do feel free to use any reflective model which you feel is appropriate as well as theories relating to group work. These will be covered during the lecture in week 8 of term 1.

Question 4 - Presentation Experience (500 words)

Please reflect on how the presentation experience was for you and provide concrete examples of what you learned. You may wish to compare this experience against your previous experiences of presentations either during your study or at work. It would also be beneficial to discuss what can be gained by presenting in front of audiences.

As with question 3, do feel free to use any relevant reflective model which you feel is appropriate and theories/models to support your reflections. Comparing your presentation to others may help you to track your progress and provides more points of reference in your discussion.

Question 5 – Common Themes (500 words)

Making reference to at least one other company presented during the tutorials in weeks 10 and 11 of term 1, are there any common opportunities/challenges which you have identified that companies face during their growth? Outline the reasons why you believe this may or may not be the case.

Whilst growth will be explored in more detail in term 2, it is beneficial to see if there are any common themes which come across in different companies across different sectors. This will be beneficial when we do look at wider issues on growth which will be more of a focus in the second summative assessment.

Assessment: Individual Report (3000 words)

Individual Essay (3000 words)

Please write an essay on any one of the following titles:

Capital is difficult for small businesses to access for several reasons. It’s not that banks are against lending to small businesses – they want to – but traditional financial institutions have an outdated, labour-intensive lending process and regulations that are unfavourable to small businesses. Critically evaluate the opportunities and challenges faced by small businesses when accessing funding through a. Business Angels, b. Crowdfunding, c. Micro-financing and when to use different types of funding.
Big or small, innovations involve solving problems and challenges, whether with products or services, internal systems and processes or changes in the marketplace. What are the opportunities and barriers to innovation that small businesses face when they are focused on growth? Support your discussion with both examples of successful and unsuccessful small businesses.
Having a great marketing strategy in place is key to the success of any business. Critically analyse the advantages and disadvantages of three (3) different marketing strategies (for example, Email marketing, Social Media Marketing, Webinars, Joining Local Business Groups etc.) employed by small businesses.

Your answer should be written as an essay with a length of 3000 words. Please remember that when writing an essay, you should include an introduction and conclusion and you should only use headings occasionally in your work.

To answer these questions, you will need to refer to academic literature, provide real life examples, and demonstrate your learning from the module (e.g., from lectures, tutorials, theoretical content, real life examples, guest speakers etc.). A variety of sources (books, academic journals, news, online sources etc) would be appreciated.

Three key pieces of advice to complete the essay

Ability to integrate theory and practice is crucial. For instance:
- In essay 1, you need to discuss initially why small businesses find it difficult to get access to funding. And then critically highlighting the
  - pportunities and challenges of funding options mentioned, using real life examples to illustrate your points.
- In essay 2, you need to assess the opportunities and obstacles faced by small businesses embarking on their innovation journey and supporting your answer with real-life successful and unsuccessful businesses.

o In essay 3, you need to critically evaluate the

pros and cons of different marketing strategies by providing examples of small businesses that have adopted these strategies.

Ensure you use the word-count (3000 words) wisely. For instance, introduction and conclusion can be anywhere from 100 -150 words each and the main body of the essay can be 2700-2800 words which would include your core discussion (with examples) around the topic.
Your opinion matters! Critical evaluation of literature/evidence is needed to justify your arguments.

Feedback

Formative Assessment: Written feedback will be provided to the students that feeds forward to reflective repost assessment.

Summative Assessment – Reflective and Individual Report: In addition to the in-text comments, written feedback will be provided in a sandwich format (what was done well, what can be improved, what to take forward).

Marking Rubric

Rubrics for both the assessments (Reflective report and Individual report) are provided at end of the document.

Important note: Coursework is marked on the understanding that it is the student’s own work on the module and that it has not, in whole or part, been presented elsewhere for assessment. Where material has been used from other sources, this must be properly acknowledged in accordance with the University’s Regulations regarding Academic Misconduct.

Marking, feedback and next steps

To pass this module, students must achieve an overall mark of 40+ and a mark of 40+ for all assessments.

For coursework, the marks and feedback will normally be provided to students within fifteen working days of the submission deadline. In exceptional circumstances, where there is a delay in providing feedback, you will be informed by the module leader.

If you do not pass a module at the first attempt, you may be eligible for a resit opportunity on the failed assessments. This will be confirmed after the Progression and Award Board (PAB). Note that marks on resit assessments are capped at 40 unless extenuation has been applied for and granted.

For further details on resit assessments, please see section 7 below.

The assessment and feedback policy can be accessed at Assessment and Feedback Policy

Academic skills support

In addition to the teaching and learning activities within the module, additional academic skills support, guidance, and resources are available at the following links:

Academic and Digital Skills support - https://www.gre.ac.uk/academicskills
Academic Integrity - https://libguides.gre.ac.uk/courses/integrity
Guidance on use of AI - https://docs.gre.ac.uk/rep/information-and-library-services/ai- guidance
The IT handbook for new students - https://docs.gre.ac.uk/rep/information-and-library- services/student-booklet

Strong academic skills will help you to act with academic integrity, honesty, and trust. These are the values on which academic achievement at the University of Greenwich is based. As a student, you are expected to take responsibility for the integrity of your own work, including asking for clarification where necessary. Any improper activity or behaviour which may give you an academic advantage in assessment is considered to be assessment misconduct. Allegations of assessment misconduct will be considered under the University’s Assessment Misconduct Procedure and may result in a penalty being imposed. More information about this procedure can be found at Assessment Misconduct Procedure.

Extenuating circumstances and student support

The University recognises there are times when serious and unexpected matters which are beyond a student’s control (such as serious illness or injury, death in family) impact on their academic performance and ability to complete assessments by the deadline. Guidance on claiming extenuation can be found at: Extenuating Circumstances

If you have a disability, specific learning difficulty, for example dyslexia, a long-term medical condition or a mental health condition which might affect your studies and assessments, and you have not already done so, then we advise that you seek support from the Student Wellbeing Service by contacting [email protected] in the first instance

External Examiner

The External Examiner for this module is: Name: Dr. Dimitra Kalaitzi Institution: Aston University

Please note that the role of the External Examiner is to evaluate the overall standard of assessments on the module. They are unable to correspond with individual students about their work. If you need to discuss your marks or feedback, please contact the module leaders.

Assessment Schedule

Resit assessments	Deadline	Weighting out of 100%*	Maximum length	Marking type	Learning outcomes mapped to this assessment.
Reflective Report	TBD	50 %	3000 words	pass/fail	2, 3, 6
Individual Report	TBD	50 %	3000 words	pass/fail	1,4,5

The Progression and Award Board (PAB) will determine whether students who have failed items of coursework or exams will be permitted to complete re-sits. These normally take place in July/August. If your results letter advises you that you have been given a re-sit opportunity you will need to check the portal for details of the assessment element(s) that you will need to complete and for the timings of re-sit examinations.

For non-exam re-sits (e.g., coursework, essay, presentation, group work assessments), please consult the relevant Module’s Moodle page for instructions on what is required of your re-sit assessment. The due date will be confirmed on the module Moodle page once the results letters are issued.

You should be aware that there is no automatic right to take re-sits; this is at the discretion of the PAB and dependent on the scale of failure and your overall profile. If you are offered a re sit opportunity which you do not take up, you will be recorded as having a non-submission; you will not keep the original grade for that item if you are told by a PAB that they want you to re-sit.

The following are suggested readings for the module. Additional, more detailed reading recommendations will be provided for the module topics.

Core Course Texts

Please note that the library stocks electronic copies and, in addition, a number of different editions of these books. It is not essential to only read the latest edition as much of the material remains the same in the different editions.

	Author	Year	Title	Publisher
1	Barringer, B.R. and Ireland, R.D.	2016	Entrepreneurship: Successfully Launching New Ventures.	Pearson

Stokes, D and 2 Wilson, N	2017	Small Business Management and Entrepreneurship	Cengage Learning
Other Reading:-
Burns, P	2016	Entrepreneurship and Small Business (4th Edition)	Palgrave
Bamford, C. E. and Bruton, G.D.(2nd Edition)	2015	Entrepreneurship: A Small Business Approach	McGraw Hill
Parks, S.(2nd Edition)	2013	Start Your Business Week by Week	Pearson
Deakins, D. and Freel, M	2012	Entrepreneurship and Small Firms	McGraw Hill
Scarborough, N.M.(8th Edition)	2011	Effective Small Business Management	Pearson
Stokes, D, Wilson, N and Mador, M	2010	Entrepreneurship	Cengage Learning
Storey, D J and Greene, F J	2010	Small Business and Entrepreneurship	Prentice Hall
Westhead, P., Wright, M. and McElwee, G	2011	Entrepreneurship: Perspectives and Cases	Prentice Hall
Zimmerer, T.W. and Scarborough, N.M.	2008	Essentials of Entrepreneurship and Small Business Management,	Prentice-Hall

There are also a large number of academic journals that cover issues that are relevant for this course, the following being examples:

Journal of Small Business and Entrepreneurship Journal of Small Business Management Small Business Economics International Small Business Journal Journal of Entrepreneurship Journal of Enterprising Culture International Journal of Entrepreneurial Behaviour and Research International Journal of Entrepreneurship International Journal of Entrepreneurship and Innovation Journal of Business and Entrepreneurship Journal of Business Venturing Entrepreneurship Theory and Practice Family Business Journal Journal of Developmental Entrepreneurship

11. Ethical Compliance for Research on Taught Courses

University policy requires ANY research which might involve human participants to use set procedures for informing participants, obtaining their informed consent to provide data,

collecting and storing data. This includes the collection of data for formative or extra curricular activities.

Normally this requirement will impact upon approval of topics for undergraduate and postgraduate dissertations BUT may also impact upon individual assignments where a student or group of students will undertake primary research.

Where a module includes an assessment item involving student collection of data, whether from human participants or not, before any data is collected each student on such a course must:

Undertake and pass the Epigium Research Ethics online course, if they have not already done so;
Register the details of the project on the online Ethics Approval Form on the FBUS Research Ethics Moodle site;

All data collected in the course of the project must be:

stored on the student’s University Home (G:) or OneDrive only;
destroyed following the confirmation of results at the PAB or resit PAB.

In addition, any student collecting data from human participants must:

Not collect data that is sensitive in nature or is collected from University of Greenwich staff, nor from vulnerable populations such as children;
Provide all participants with an offline or online participant information sheet and consent form, using the authorised template;
Include the participant information sheet consent form template as appendices to the submitted assignment;
Include any questionnaire or interview guide as appendices to the submitted assignment;
If collecting data online, utilise the University’s subscriptions to JISC Online Surveys, Office 365 Forms, SNAP, Qualtrics, Teams, Skype for Business
r AdobeConnect;
Not collect data using public domain tools such as SurveyMonkey, GoogleDocs, Google Hangouts (which are outside EU regulation).

If – and and only if – any variation from the set procedure detailed above is sought:

an individual application must be made to the Business Faculty Research Ethics Committee using a University Research Ethics Application Form available from: https://docs.gre.ac.uk/rep/vco/urec-application-form.
The response of the committee will be emailed to the student’s University email address. The email confirming ethics approval has been granted must be kept and included as an appendix to the assignment submission it has been granted for.
Where an application is not approved, the Committee will provide contact details for the person the student should approach to negotiate the next steps.

Tutor responsibilities

The tutor must:

ensure that students do not commence data collection without meeting the conditions of this policy;
check that participant information forms, consent forms and data collection instruments comply with this policy, before they are employed;
check that consent forms have been collected from all participants;

• advise students wishing to undertake activities in variance from the set procedure to submit a full UREC form to the FRECBUS for approval before data collection

commences;

Refer any student who collects data outside the conditions of this policy to an academic
- ffences panel.
When marking the submitted assignment, assess the extent to which the ethical requirements specified above have been met.

Module Leader responsibilities

The Module Leader must:

include an ethics requirements component in relevant marking rubrics;
include a review of ethics compliance in moderation of partner samples;
notify FRECBUS of any students who have:
- collected data without the required approval;
- submitted assignments without any required appendices;
- otherwise not met the ethics requirements.

Failing to comply with the conditions of this policy is an academic offence.

For further details, see

FREC process - June 2023 version.docx

12. Additional module information

Activities

Please note that in order to complete the Reflective Report, participation in the presentation is a fundamental requirement. You will also need to observe and engage with presentations from other groups in order to do well in the assessment.

Costs

There are no additional compulsory costs on the module, for example those associated with additional activities or with equipment, printing or materials, etc.

13. Digital Student Centre (non-academic queries)

Our new Digital Student Centre is your space to find answers 24/7 to your questions about student life, helping you get the support you need when you need it. AskUoG provides you with hundreds of up-to-date articles covering topics such as student engagement, student finance, academic and personal conduct, accommodation, visa and international student advice, disability, mental health and wellbeing support.

You can also download important documents like bank, student status and council tax letters by visiting My Documents on the Digital Student Centre (eligibility criteria apply).

If you can't find the right answer or need more personalised support for your query, you can create an enquiry and our specialist teams will respond swiftly. You will be able to track your requests and check the status of your enquiries in real time.

For academic queries, always contact the staff who work with you on your academic programme - your programme leader, module leader or personal tutor.

At the University of Greenwich, we value feedback from students as well as External Examiners and other stakeholders and we use this information to help us improve our provision. An example of which is the timing of the assessments which have now been separated as opposed to being due for submission on the same date.

Important note: The University of Greenwich will do all that it reasonably can to deliver the module and support your learning as specified in our handbooks and other information provided. However, under some circumstances, changes may have to be made. This may include modifications to the:

content and syllabus of modules, including in relation to placements
timetable, location and number of classes
content or method of delivery of your module
timing and method of assessments.

This might be because of, for example:

academic changes within subject areas
the unanticipated departure or absence of members of university staff
where the numbers expected on a module are so low that it is not possible to deliver an appropriate quality of education for students enrolled on it.
industrial action by university staff or third parties
the acts of any government or local authority
acts of terrorism.

In these circumstances, the University will take all reasonable steps to minimise disruption by making reasonable modifications. However, to the full extent that it is possible under the general law, the University excludes liability for any loss and/or damage suffered by any applicant or student due to these circumstances.

Appendix – Marking Rubrics

Assessment: Reflective Report (Year 3 Level 6)
Criteria for Assessment	80-100 Exceptional	70-79 Excellent	60-69 Very Good	50-59 Good	40-49 Satisfactory	30-39 Fail	0-29 Fail
Knowledge and Understanding (45%)	Exceptionally ability to interpret the questions effectively and plan an appropriate answer. Exceptionally ability to develop a business idea and reflect on it effectively. Exceptionally ability to display understanding of key concepts and engagement in the activities.	Excellent ability to interpret the questions effectively and plan an appropriate answer. Excellent ability to develop a business idea and reflect on it effectively. Excellent ability to display understanding of key concepts and engagement in the activities.	Very good ability to interpret the questions effectively and plan an appropriate answer. Very good ability to develop a business idea and reflect on it effectively. Very good ability to display understanding of key concepts and engagement in the activities.	Good ability to interpret the questions effectively and plan an appropriate answer. Good ability to develop a business idea and reflect on it effectively. Good ability to display understanding of key concepts and engagement in the activities.	Satisfactory ability to interpret the questions effectively and plan an appropriate answer. Some ability to develop a business idea and reflect on it effectively. Some ability to display understanding of key concepts and engagement in the activities.	Confusion about the subject itself, main frameworks and tools and/or some omissions. There is insufficient evidence of engagement with key concepts.	Confusion about the subject itself, main frameworks and tools with many omissions. Key concepts are omitted or discussed too briefly.
Depth of Analysis (45%)	Exceptional ability shown to be analytical and critical throughout the work. Exceptional ability to use a range of appropriate sources and literature to support arguments made in the work. Exceptional ability to use examples in order to illustrate and substantiate arguments outlined in the answers.	Excellent ability shown to be analytical and critical throughout the work. Excellent ability to use a range of appropriate sources and literature to support arguments made in the work. Excellent ability to use examples in order to illustrate and substantiate arguments outlined in the answers.	Very good ability shown to be analytical and critical throughout the work. Very good ability to use a range of appropriate sources and literature to support arguments made in the work. Very good ability to use examples in order to illustrate and substantiate arguments outlined in the answers.	Good ability shown to be analytical and critical throughout the work. Good ability to use a range of appropriate sources and literature to support arguments made in the work. Good ability to use examples in order to illustrate and substantiate arguments outlined in the answers.	Some ability shown to be analytical and critical throughout the work. Some ability to use a range of appropriate sources and literature to support arguments made in the work. Some ability to use examples in order to illustrate and substantiate arguments outlined in the answers.	Very limited / lack of depth in approach to key concepts. There is a clear lack of criticality needed at level 6. Very limited use of supporting literature and relevant examples.	No depth in approach to key concepts. There is no evidence of criticality needed at level 6. Little or no use of supporting literature and relevant examples.
Presentation and Structure (10%)	This report is exceptionally well structured and organised. The written English is of an extremely high standard and	Excellent structure and very well organised ideas. The written English is of a very high standard and the work observes all academic conventions in style	A very good structure with clear presentation and organisation of ideas. The work observes academic conventions in style,	A good structure for the most part. The work observes academic conventions in style and content and is mostly presented in	The structure is satisfactory overall but does need improvement. Errors appear in the use of Standard English (possibly due to poor	Little structure and the work is hampered by errors in Standard English. Further	No structure presented and the assessment includes a significant number of errors in Standard English.

and content. Sources employed are all acknowledged in the text and the reference list, using correct citation

content and is presented well, mostly using Standard English throughout. Sources used are acknowledged in the text and the reference list, mostly using correct citation

Standard English. Sources are predominantly referenced correctly within the text and reference list.

proof reading). Some work needed on referencing style.

The reference list has errors.

Assessment: Individual Report (Year 3 Level 6)
Criteria for Assessment	80-100 Exceptional	70-79 Excellent	60-69 Very Good	50-59 Good	40-49 Satisfactory	30-39 Fail	0-29 Fail
Knowledge and Understanding (45%)	Exceptionally ability to interpret the questions effectively and plan an appropriate answer. Exceptionally ability to explore the full dimensions of using online platforms for small businesses.	Excellent ability to interpret the questions effectively and plan an appropriate answer. Excellent ability to explore the full dimensions of f using online platforms for small businesses .	Very good ability to interpret the questions effectively and plan an appropriate answer. Very good ability to explore the full dimensions of using online platforms for small businesses.	Good ability to interpret the questions effectively and plan an appropriate answer. Good ability to explore the full dimensions of f using online platforms for small businesses .	Satisfactory ability to interpret the questions effectively and plan an appropriate answer. Some ability to explore the dimensions of using online platforms for small businesses .	Confusion about the subject itself, main frameworks and tools and/or some omissions.	Confusion about the subject itself, main frameworks and tools with many omissions.
Depth of Analysis (45%)	Exceptional ability shown to be analytical and critical throughout the work. Exceptional ability to use a range of appropriate sources and literature to support arguments made in the work. Exceptional ability to use examples in order to illustrate and substantiate arguments outlined in the answers.	Excellent ability shown to be analytical and critical throughout the work. Excellent ability to use a range of appropriate sources and literature to support arguments made in the work. Excellent ability to use examples in order to illustrate and substantiate arguments outlined in the answers.	Very good ability shown to be analytical and critical throughout the work. Very good ability to use a range of appropriate sources and literature to support arguments made in the work. Very good ability to use examples in order to illustrate and substantiate arguments outlined in the answers.	Good ability shown to be analytical and critical throughout the work. Good ability to use a range of appropriate sources and literature to support arguments made in the work. Good ability to use examples in order to illustrate and substantiate arguments outlined in the answers.	Some ability shown to be analytical and critical throughout the work. Some ability to use a range of appropriate sources and literature to support arguments made in the work. Some ability to use examples in order to illustrate and substantiate arguments outlined in the answers.	Very limited / lack of depth in approach to key concepts. There is a clear lack of criticality needed at level 6.	No depth in approach to key concepts. There is no evidence of criticality needed at level 6.
Presentation and Structure (10%)	This report is exceptionally well structured and organised. The written English is of an extremely high standard and observes all academic	Excellent structure and very well organised ideas. The written English is of a very high standard and the work observes all academic conventions in style and content. Sources employed are all	A very good structure with clear presentation and organisation of ideas. The work observes academic conventions in style, content and is presented well,	A good structure for the most part. The work observes academic conventions in style and content and is mostly presented in Standard English. Sources are	The structure is satisfactory overall but does need improvement. Errors appear in the use of Standard English (possibly due to poor proof reading). Some work needed on	Little structure and the work is hampered by errors in Standard English. Further proofreading clearly needed	No structure presented and the assessment includes a significant number of errors in Standard English. The reference list has errors.

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acknowledged in the text and the reference list, using correct citation

mostly using Standard English throughout. Sources used are

acknowledged in the text and the reference list, mostly using correct citation

predominantly referenced correctly within the text and reference list.

referencing style.